Facilitating work based learning

Delivering LearningPrograms

Ambition in Action

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Work based learning/ A learning experience that connects

knowledge and skills obtained in the classroom setting to those needed outside the classroom in the workplace

/ comprises a range of activities and instructional strategies designed to assist workers in developing or fulfilling their personal learning plans

Ambition in Action

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Topics/ Providing workforce development services to enterprise/ Training Packages/ Training Needs Analysis – organisational /individual/group/ Developing a learning program/ Work based learning / Establishing an effective work environment for learning / Developing a work based learning pathway / Implementing a work based learning pathway / Monitoring learning and addressing barriers to effective

participation/ Review the effectiveness of the work based learning pathway

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Workforce development servicesThe TAFE NSW Workforce Development Guarantee focuses on developing the critical capabilities need by TAFE staff to do business in the 21st Century.

The ability to match training needs to appropriate competencies and provide recommendations for a work based learning pathway, will be very important when providing workforce development services to enterprises and assisting businesses to develop their workforce skills.

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Training package/ A Training Package in Australia is a set of nationally-

endorsed standards, qualifications and guidelines used to recognise and assess the skills and knowledge people need to perform effectively in the workplace.

/ Training packages are developed by industry through Industry Skills Councils or by enterprises to meet the training needs of an industry or group of industries.

/ Training packages prescribe outcomes required by the workplace, not training or education.

/ A Training Package contains three compulsory endorsed components—Competency Standards, Qualifications Framework and Assessment Guidelines.

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Training needs analysis• Methods for collecting information and

data

• Gathering information and data

• Analysing information and data

• Matching needs to Training Package units of competency

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Learning programLearning programs document a cohesive and

integrated learning process for the learner. • learning outcomes or the learning objectives • outline the content, • sequence and structure of learning and the delivery and assessment method/s

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Components of a learning program/ Purpose/ Competencies to be addressed/ Learning outcomes/ Content/ Learning resources and activities/ Number and duration of training sessions/ Delivery methods/ Assessment/ Program evaluation

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Work based learning/ Learning through work is an ongoing and everyday reality of

being in work. / Guided learning ensures a planned approach to learning

through work activities/ Learning though work may contribute to an educational

outcome, and/or a work outcome. / Providing a guided approach to work-based learning is an

essential component of any apprenticeship or traineeship arrangement and also has application in induction processes, change management processes and ongoing employee development.

Ambition in Action

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WBLP- Establish an effective work environment for learning/ The purpose or objectives of the work- based learning are

established and agreed with appropriate personnel/ The areas of work encompassed by the work-based

learning are defined and documented/ Work practices and routines are analysed to determine their

effectiveness in meeting the work-based learning objectives/ Changes are proposed to work practices, routines and the

work environment to support more effective learning, where appropriate, and discussed with relevant persons

/ Occupational health and safety (OHS) and industrial relations implications of using work as the basis for learning are identified and addressed

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WBLP- Develop a work based learning pathway

/ The documented work areas are analysed to determine an effective work- based learning pathway

/ Organisational strategies to support the work-based learning are proposed

/ Any contractual requirements and responsibilities for learning at work are addressed

/ Connections are made with the training and/or assessment organisation to integrate and monitor the external learningactivities with the work-based learning pathway where relevant

/ The proposed work-based learning pathway is evaluated against appropriate criteria

/ Agreement is obtained from relevant personnel to implement the work-based learning pathway

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WBLP- Implement the work based learning pathway

/ The learners' profile and characteristics are evaluated to determine possible requirements for support

/ The purposes/objectives for undertaking work-based learning and the processes involved are clearly explained to the learners

/ The introduction of workplace tasks, activities and processes is sequenced to reflect the agreed work-based learning pathway

/ Agreed organisational strategies are put into effect/ Relations with other work personnel affected by the work-based learning

pathway are managed to ensure effective implementation/ Appropriate communication and interpersonal skills are used to develop

a collaborative relationship with learners

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WBLP- Monitor learning and address barriers to effective participation/ Access and equity considerations are addressed, where appropriate

/ The purposes/objectives for undertaking work-based learning and the processes involved are clearly explained to the learners

/ The readiness of the worker to participate in and/or take on new tasks and responsibilities is effectively monitored

/ Agreed organisational strategies are put into effect

/ Work performances are observed and alternative approaches suggested where needed

/ Appropriate communication and interpersonal skills are used to develop a collaborative relationship with learners

/ Learners are encouraged to take responsibility for learning and to self-reflect

/ Techniques for learners to demonstrate transferability of skills and knowledge are developed

/ OHS requirements are monitored to ensure health, safety and welfare

/ Feedback is provided to learners

Ambition in Action

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WBLP- Review the effectiveness of the work based learning pathway

/ Work performance and learning achievement are documented and recorded in accordance with legal/organisational requirements

/ Learners are encouraged to provide critical feedback on their learning experiences

/ The effectiveness of the work-based pathway is evaluated against the objectives, processes and models used

/ The effectiveness of any integration of work-based learning and external learning activities is assessed

/ Improvements and changes to work-based practice are recommended in light of the review process

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Case Study/ A TAFE NSW Sydney Institute business services team has been

approached by a small enterprise to provide a workforce development solution to its office administration staff. The three areas that need to be developed are:

/ Business computing - BSBITU203A - Communicate electronically http://www.ntis.gov.au/?/trainingpackage/BSB07/unit/BSBITU203A

/ Customer service - BSBCMM301A-Process customer complaints http://www.ntis.gov.au/?/trainingpackage/BSB07/unit/BSBCMM301A

/ Green skills - BSBSUS201A-Participate in environmentally sustainable work practices http://www.ntis.gov.au/?/trainingpackage/BSB07/unit/BSBSUS201A

/

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Case Study/ A learning program based around a TAFE Learning and Assessment

Strategy has been developed and approved by the manager.

/ The manager wants the learning to align with a training package unit of competency in this phase and maybe later would be interested in further training that might lead to a qualification.

/ The business is busy so a work based learning approach has been agreed upon

/ Individual staff need to have a personalised learning program developed

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Learning and assessment pathways

/ the number of competencies to be achieved

/ Professional conversation

/ Existing qualifications

/ Informal learning

/ Individual Learning Plan

/ Work based project

/ Learning activities

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Learning Styles/ What are the different way people learn?/ Auditory / visual/ kinaesthetic/ left/right brain/ global/analytical/ theoretical/ activist/ pragmatist/ Reflective

/ Go to Learning Styles for more information

Ambition in Action

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Adult learning principles/ adults have a need to be self-directing/ adults have a range of life experience, so

connecting learning to experience is meaningful/ adults have a need to know why they are learning

something/ training needs to be learner-centred to engage

learners/ the learning process needs to support increasing

learner independence

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Pedagogical approaches

/ Learning has moved for the theories of behaviourism to constructivism and connectivism

/ Facilitating the learning experience

/ Learning by doing

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Work based delivery strategies

/ Focus eg group / individuals

/ Context e.g. Workplace, Simulated,

/ Mode e.g.Face-to-face, Online, blended

/ Method eg work based, coaching, guided facilitation

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Work based learning design/ Sequence of collaborative of learning activities/ Can incorporate single learner content, but also

collaborative tasks such as discussion, voting, small group debate, etc

/ Can be stored, re-used, customised

Ambition in Action

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Resourcing a work based learning program

/ Operational/ Learning materials/ Need to be a aware of what is available/ Available resources

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Work based assessment methods/ Direct observation

/ Structured activities

/ Questioning

/ Recognition Portfolios

/ Product review

/ Third party feedback

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Reviewing a work based learning progam/ Questionnaire

/ Mapping tool

/ Checklist

/ Focus group

/ Structured interview

/ Who should be involved?

Ambition in Action

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Activity 1 - Reflection on work based learning / In this activity you will consider: / Establishing an effective work environment for

learning / Developing a work based learning pathway / Implementing a work based learning pathway / Monitoring learning and addressing barriers to

effective participation / Review the effectiveness of the work based learning

pathway

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Activity 2 – Case study

/ Working in groups and using the templates provided develop

/ A conversation guide around the evidence requirements of the learning program

/ An individual training needs analysis/ A personal Learning Plan that outlines a work

based learning/assessment pathway